Are nonword and other phonological deficits indicative of a failed reading process?

Phonological processing problems have been consideredcritical in explaining developmental readingdisability. Reading disabled children were comparedwith two matched reading-level normal control groupson indicators of phonological processing. The readingdisabled children had lower nonword readingperformance than the phonics taught controls. However, performance was equivalent to that of thecontrols without phonics teaching. Therefore anonword reading deficit was not in itself diagnosticof developmental reading disability. The readingdisabled children and the non-phonics control groupwho exhibited lower nonword reading did not differfrom the phonics taught control group in phonemeawareness, nor in magnitude of the word regularityeffect. Nevertheless, within all groups thosechildren with higher phonemic awareness skills showedlarger word regularity effects and better nonwordreading. Processes involving two sources of knowledgefor phonological recoding are discussed asexplanations of these and many previous results onphonological deficits and of the phonological effectsof phonics instruction.     

Functional phases and angular momentum characteristics of Tkatchev and Kovacs

Understanding the technical requirements and underlying biomechanics of complex release and re-grasp skills on high bar allows coaches and scientists to develop safe and effective training programmes. The aim of this study was to examine the differences in the functional phases between the Tkatchev and Kovacs skills and to explain how the angular momentum demands are addressed. Images of 18 gymnasts performing 10 Tkatchevs and 8 Kovacs at the Olympic Games were recorded (50 Hz), digitised and reconstructed (3D Direct Linear Transformation). Orientation of the functional phase action, defined by the rapid flexion to extension of the shoulders and extension to flexion of the hips as the performer passed through the lower vertical, along with shoulder and hip angular kinematics, angular momentum and key release parameters (body angle, mass centre velocity and angular momentum about the mass centre and bar) were compared between skills. Expected differences in the release parameters of angle, angular momentum and velocity were observed and the specific mechanical requirement of each skill were highlighted. Whilst there were no differences in joint kinematics, hip and shoulder functional phase were significantly earlier in the circle for the Tkatchev. These findings highlight the importance of the orientation of the functional phase in the preceding giant swing and provide coaches with further understanding of the critical timing in this key phase.     

Elite sprint swimming performance is enhanced by completion of additional warm-up activities

This study investigated the effect of completing additional warm-up strategies in the transition phase between the pool warm up and the start of a race on elite sprint swimming performance. Twenty-five elite swimmers (12 men, 20 ± 3 years; 13 women, 20 ± 2 years, performance standard ~807 FINA2014 points) completed a standardised pool warm up followed by a 30-min transition phase and a 100-m freestyle time trial. During the transition phase, swimmers wore a tracksuit jacket with integrated heating elements and performed a dry land-based exercise routine (Combo), or a conventional tracksuit and remained seated (Control). Start (1.5% ± 1.0%, P = 0.02; mean ± 90% confidence limits) and 100-m time trial (0.8% ± 0.4%, P < 0.01) performances were improved in Combo. Core temperature declined less (?0.2°C ± 0.1°C versus ?0.5°C ± 0.1°C, P = 0.02) during the transition phase and total local (trapezius) haemoglobin concentration was greater before the time trial in Combo (81 µM ± 25 µM versus 30 µM ± 18 µM, P < 0.01; mean ± standard deviation) than in Control. Combining swimmers traditional pool warm up with passive heating via heated jackets and completion of dry land-based exercises in the transition phase improves elite sprint swimming performance by ~0.8%.     

‘You don’t want to stand out as the bigger one’: exploring how PE and school sport participation is influenced by pupils and their peers

Background: Population health concerns related to physical inactivity and obesity appear in policy documents, government campaigns and popular media across western societies. Children and young people have been targeted for physical activity promotion and schools have been positioned as sites for intervention. In particular, Physical Education and school sport (PESS) has been framed as a key part of the solution. While some interventionist programmes in schools have reported positive outcomes, they have also been criticised for stigmatising fatness, contributing to a culture of surveillance and fuelling body image anxieties. Despite ongoing work to ameliorate these critical issues by addressing physical activity promotion discourses, curricula and teaching practices many of the same challenges persist. In seeking alternative explanations (and solutions) this paper shifts attention to exploring the role of pupils and their peers.

Purpose: While the critical literature on health and physical education has been illuminating, few studies explore the role of pupils and their peers. Further research is necessary to understand how school peers contribute to pupils’ engagement with PESS. This paper, therefore, draws on Bourdieu’s notion of physical capital and seeks to understand how pupils’ physical activity is influenced by lived-body experiences in school spaces.

The study: Data were produced from a 6-month bricolage-based study with pupils (N?=?29, aged 13–14) across four diverse school settings in England. Multiple qualitative methods were deployed to enhance methodological rigour with what is often a challenging age group for research. Data were interpreted and theorised using the concept of physical capital.

Findings: Pupils themselves play a significant part in establishing the physical body as a symbol of power and status in school settings. Participants understood the health risks of being both underweight and obese, but they regarded obesity as being more problematic because of the immediate social risks of ‘standing out as the bigger one’. Following this rationale, participants sought to accumulate physical capital through engaging in exercise as a purposeful calorie-burning activity intended to avoid the pity, abnormality and derision which is expected to be directed towards overweight pupils. Furthermore, during PESS in clear view of peers, distinctions between pupils’ physical capital could be made by recognising differences in sporting skill. In this context, physical capital mediated engagement in PESS in various ways.

Conclusion: This study has revealed that peers play a significant part in constructing the lived-body experiences of young people. In order to address the criticisms raised about some school-based health promotion interventions, it is crucial to attend to pupils’ relationships with peers as well as addressing policies, curricula and teaching practices. Being sensitive to peer relationships and their understanding of health may help teachers and health promoters decide how to manage the spaces where PESS takes place.     

Contributions of the non-kicking-side arm to rugby place-kicking technique

To investigate non-kicking-side arm motion during rugby place kicking, five experienced male kickers performed trials under two conditions, both with an accuracy requirement but one with an additional maximal distance demand. Joint centre coordinates were obtained at 120 Hz during kicking trials and a three-dimensional model was created to enable the determination of segmental contributions to whole-body angular momentum. All kickers possessed minimal non-kicking-side arm angular momentum about the global medio-lateral axis. The more accurate kickers exhibited greater non-kicking-side arm angular momentum about the global antero-posterior axis. This augmented the whole-body antero-posterior angular momentum, and altered the whole-body lateral lean at ball contact. The accurate kickers also exhibited greater non-kicking-side arm angular momentum about the global longitudinal axis, which opposed the kicking leg longitudinal angular momentum and attenuated the whole-body longitudinal angular momentum. All participants increased the longitudinal angular momentum of the non-kicking-side arm in the additional distance demand condition, except for one participant whose accuracy decreased, suggesting that the longitudinal angular momentum of the non-kicking-side arm assists maintenance of accuracy in maximum distance kicking. Goal kickers should be encouraged to produce non-kicking-side arm rotations about both the antero-posterior and longitudinal axes, as these appear important for both the initial achievement of accuracy, and for maintaining accuracy during distance kicking.     

Optimization of handheld gauge sizes for rocker measurements of skate blades and bobsleigh runners

This work uses numerical methods to investigate the feasibility of modifying an instrument used in speed skating to analyze blades from four different ice sports. The instrument, a handheld rocker gauge, is adapted to create a device that can effectively profile other types of skate blades and bobsleigh runners. Since there are significant differences between short and long-track blades one could expect a difference in the gauges used to study these blades. Despite this expectation, the same gauge is used in both disciplines. The usefulness of these gauges has been proven in speed skating so it is expected that they should also be useful to study hockey blades and bobsleigh runners. To optimize the gauge size for different blade types we digitize the profile of a blade, which we use to simulate gauge data. Then we use that gauge data to reconstruct the profile and compare it to the original digital profile. The result is compared for various gauge sizes and the gauge size is optimized for each of the four disciplines. The only commercially available device seems optimal for bobsleigh and long track speed skating. Smaller gauges are recommended for analyzing short track speed skates and hockey skates.

Consequences of using the 1972 Stanford-Binet intelligence scale norms

Comparison of Stanford-Binet IQ scores obtained with the 1972 and 1960 norms of 228 children indicated that use of the 1972 norms resulted in substantially lower scores except at the lowest levels of functioning. The hypothesis that the 1972 norms reflected accelerated performance at the preschool level and that intelligence scores based on these norms and obtained by evaluating a child during the preschool years might not be an accurate reflection of functioning at a later age was also supported. For a subsample of children whose functioning over time remained constant or increased, use of the 1960 norms during initial evaluation resulted in a more accurate reflection of subsequent scores than did use of the 1972 norms. The implications of these results were discussed in relation to the necessity of using both sets of norms with preschoolers and to reevaluating the decision to retain the old MAs in deriving the 1972 intelligence scores.     

Educating Teachers to Teach Multiplicative Structures in the Middle Grades

The middle-grades mathematics related to multiplicative structures has undergone careful scrutiny over the past decade. Researchers have identified the types of reasonings involved; the difficulties students have with the concepts and why these difficulties might occur; and the interconnections within this content area. On the basis of this research we make four recommendations for the preparation and professional development of teachers. The recommendations deal with different but related forms of reasoning: quantitative reasoning, multiplicative reasoning, proportional reasoning, and reasoning with rational numbers. Problematic issues that follow from the recommendations are discussed. This revised version was published online in July 2006 with corrections to the Cover Date.